LLP Comenius Multilateral Partnership 2012-2014

1. DurableKnowledge - KeytotheFuture LLP Comenius Multilateral Partnership 2012-2014 APPROACHES TO LEARNING Material prepared by: Aurora Balan (Teacher of Socio-Human Subjects) Daniela Livadaru (Teacher of Religion) Project Meeting in Iaşi, Romania - the 30th of September – the 7th of October 2012-

2. APPROACHES TO LEARNING CONTENT - conclusions of the research carried out in „Virgil Madgearu” Economical High School in order to identify the dominant teaching style of our teachers and learning style of our students - Results of the questionnaires Data management Active learning Types of memory Learning styles Suggestions for teachers Suggestions for students Conclusions

3. RESULTS OF THE QUESTIONNAIRES Students consider that their dominant learning style is:

4. RESULTS OF THE QUESTIONNAIRES Teachers consider that their dominant teaching style is adapted to:

5. DATA MANAGEMENT The interpretation of the questionnaires → presented to the school council; The departments →analysed, discussed and advanced proposals to optimize the educational process, according to the particularities of each subject; The Quality Commission → report with improvement measures.

6. ACTIVE LEARNING Tomorrow's illiterate will not be the man who can't read; he will be the man who has not learned how to learn. (Alvin Toffler) The efficient learning ═ premise for durable knowledge PASSIVE LEARNING ACTIVE LEARNING

7. ACTIVE LEARNING • Every learning process involves two actors: the teacher and the student (═ the subject of learning and not its object). • The cognitive learning ═ a conscious and, moreover, an active process ═ result of student’s actions → The more the learning is active, the more efficient. • The learning style of the student influences the quality, the durability and the consistency of knowledge. • Teachers should adapt their teaching strategies in order to stimulate all memory types, for a quality learning.

8. ACTIVE LEARNING • The aim of active learning ═ transferring (and not reproducing) information into functional knowledge;

9. TYPES OF MEMORY 1. The affective memory of participation (imaginative); 2. The cognitive memory (logical schemes, patterns); 3. The actionmemory (operational); 4. The sensorymemory of acquisition (visual, auditory, tactile-kinesthetic).

10. TYPES OF MEMORY

11. LEARNING STYLES Researchers identified seven learning style using different key areas of the brain, as following:

12. LEARNING STYLES "Tell me and I'll forget it. Show me and I'll remember. Involve me and I'll understand." The three basic Learning styles base on the sensorymemory of acquisition are: Visual Style Auditory Style Tactile-Kinesthetic Style

13. The Visual Style - based on the activity of visual memory - Suggestions for teachers Suggestions for students think in pictures, spider diagrams and mind maps; learn  from visual displays including: diagrams, illustrated text books, videos, flip charts and hand-outs; place information, key words and posters above eyelevel in the room use many 'visual words' in your assertions. • supplement verbal instructions with an additional handout or diagram; • demonstrate in a complete, detailed, and clear manner, from different angles; • incorporate colorful and tangible learning activities that include the use of flashcards, puzzles or posters.

14. The Visual Style Teacher for visual learners The Visual learner

15. The Auditory Style - based on the activity of aural memory - Suggestions for teachers Suggestions for students reciting information out loud and have music in the background; use sound, rhyme, verbal lectures, discussions; talk things through; listen carefully to others, and interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. • use verbal instructions, tapes lectures, CDs, presentations that contain a variety of real life stories, anecdotes or examples; • speak loudly and clearly; give detailed explanation; • provide an opportunity for review using a variety of methods (question and answer sessions, discussions, debates and group presentations).

16. The Auditory Style Teacher for Auditory learners Auditory learner

17. The Tactile-KinestheticStyle - based on the activity of physical memory - Suggestions for teachers Suggestions for students use touch, action, movement and hands-on work in your learning activities; take notes, writing and drawing multi-coloured diagrams on big sheets of paper; use role-playing, either singularly or with someone else, to practice skills and behaviours. • use small objects, flashcards, modelling materials, sand trays, raised line paper, textured objects, sensory putty, finger paints, and puzzles; • break up the information into smaller chunks while encouraging motion, self-instruction and collaboration; • incorporate hands-on activities.

18. The Tactile-KinestheticStyle Teacher for kinesthetic learners Tactile learner

19. CONCLUSIONS - Teachers - • An effective teaching style ═ time, effort, and willingness to experiment with different teaching strategies; • Tailor your approach to meet student learning needs, using a large diversity of tools, methods and strategies: educational movies and software, logical schemes, maps, tables, models, experiments, study trips, simulations and so on.

20. Only by discovering your own personal teaching style is possible to become moreflexible and match yourstyle to the learningneeds of yourstudents.

21. CONCLUSIONS - Students - • An effective learner is versatile and can actively use different strategies and approaches for different contexts and purposes. • It is important to practice and train the other types of learning styles early so that, as he grows, the child can use the other types just as effectively. • By recognizing and understanding your own learning style, you can use techniques better suited to you. This improves the speed and quality of your learning.

22. What I hear, I forget.What I hear and see, I remember a little.What I hear, see, and ask questions about or discusswith someone else, I begin to understand. What I hear, see, discuss, and do, I acquire knowledge and skill.What I teach to another, I master. (Silberman)

23. No matter your own learning style, reaching your goal in life is conditioned by individual study.